Development of Science Competences as a Result of Interdisciplinary Integration
|
|
- Edith Ellis
- 6 years ago
- Views:
Transcription
1 Development of Science Competences as a Result of Interdisciplinary Integration Kornelia Žarić and Darinka Sikošek Chemistry Department Chair of Chemical Education, Faculty of Natural Sciences and Mathematics, University of Maribor, Slovenia ABSTRACT Faculty of Natural Sciences and Mathematics from the University of Maribor in Slovenia is carrying out a national project entitled Development of Science Competences, which is financially supported by Slovenian Ministry of Education and Sport and partly by European Social Fund within the European Union. We are actively involved in the field of chemical education and together with a group of scientists participate in the process of developing new didactic materials, models and strategies for teaching chemistry in Slovenian elementary and secondary schools in order to raise the overall level of scientific literacy. We would like to highlight the importance and the necessity of interdisciplinary integration between natural and social sciences, especially in combining science and English as a foreign language (EFL) instruction. The article presents two different teaching strategies for active learning of specific chemistry topics through reading a passage in a chemistry textbook and listening to a didactic song in English. Keywords: development of science competences, interdisciplinary integration, scientific literacy, chemistry, English as a foreign language (EFL). 1. INTRODUCTION With regard to European aspirations for a competitive and dynamic knowledge-based society, key competences need to be acquired by young people through education and training during their compulsory education, equipping them for adult life and forming the basis for their lifelong learning [3]. Key competences represent a transferable package of knowledge, skills and attitudes which all individuals need for their personal fulfillment or development, social inclusion and employability and represent one of the prerequisites for the proper functioning of the person in life, at work and in further learning. The most structured and systematic manner in which they are obtained by the young people is through regular educational system, but in this way it is impossible to obtain all of them and to develop them fully. Therefore, young people develop key competences through various forms of informal learning. They are transferable and thus useful in many situations, but also multifunctional, which means that they can be used to achieve different objectives, to resolve various kinds of problems and to execute different types of tasks [4]. Eight key competences, which provide a reference framework to support national and European efforts to achieve the objectives defined by the European Parliament and of the Council of 15 November 2006 are listed below [3]: communication in mother tongue; communication in foreign languages; mathematical competence and basic competences in science and technology; digital competence; learning to learn; social and civic competences; sense of initiative and entrepreneurship; cultural awareness and expression. Since key competences are too general and therefore cannot be directly used for the operationalization of learning strategies, methods, choice of contents and forms of work, generic and subject specific competences need to be introduced. While generic competences are mostly independent of specific subject areas, subject-specific competences usually highly depend on a certain subject [3],[4]. Within the project ''Development of science competences'', we are mainly dealing with active teaching methods and strategies, which enable the development of generic competences from the list,
2 created on the basis of Meyer s committee report in 1991[3]: ability of collecting information; ability of analyzing and organizing information; ability of interpretation; ability of reflection and discussion; ability to learn and solve problems; ability to transfer theory into practice; ability to use mathematical ideas and techniques; ability to adjust to new situations; concern for quality; ability of individual and team work; ability to work organization and planning; ability of verbal and written communication; ability of interpersonal interaction; safety at work. 2. INTERDISCIPLINARY TEACHING & CURRICULUM INTEGRATION In Slovenian teaching practice we can notice the fragmentation of learning contents to small parts instead of forming a whole. This can be seen in the separation of subject contents to individual learning subjects, among which exist rare and weak links and what follows is a further separation to individual lessons. Due to the high fragmentation of knowledge, students experience many difficulties in linking information into an understandable, useful and meaningful whole. Because of the breadth and depth of information many topics are not addressed in schools. Much of the curriculum that is contained in textbooks is neither timely nor relevant to students lives. Therefore, it is difficult for teachers to engage students in studying any material in depth and to make connections between subject areas and topics [2]. According to more permanent and highquality knowledge achieved through a holistic or problem based approach while dealing with the content, it would be advisory for the teachers to plan as many interdisciplinary didactic sets as possible. Interdisciplinary teaching is a set of methods, used to teach a unit across different curricular disciplines. The interdisciplinary model of teaching enables students to see the links between subject areas. There are several different types or levels of interdisciplinary teaching [1]. Schools might follow an interdisciplinary team approach, where teachers of different content areas are assigned to one group of students who are encouraged to correlate some of their teaching [5]. A thematic unit, in which a common theme, issue, problem, topic or experience is studied in more content areas, is the most common method of implementing integrated, interdisciplinary instruction [6]. James Beane is one of the greatest experts of interdisciplinary teaching techniques who advocates for curriculum integration. It has four major components: the integration of experiences, social integration, the integration of knowledge, and integration as a curriculum design. It emerges from questions or social concerns students have, with no regard to subject delineations [1]. Interdisciplinary teaching enables high-quality achievement of educational goals, especially if it is planned in terms of didactic sets at the milestone level, and thus brings many advantages for all creators of teaching. Common planning time is vital, schools that team have a more positive work climate, parental contact is more frequent, teachers report a higher job satisfaction. Integrated instruction helps teachers better utilize instructional time and look deeper into subjects through a variety of content-specific lens, while giving students the opportunity to see the relationship between content areas and engage in authentic tasks. Another benefit of integrated instruction is that teachers can better differentiate instruction to individual student needs and that students have a chance to work with various sources of information, thus ensuring they are receiving a more inclusive perspective than they would from consulting one textbook [7]. Development of interdisciplinary curriculum It is highly recommended that students have curriculum experiences that reflect both: a discipline-based and an interdisciplinary orientation, because students cannot fully benefit from interdisciplinary studies until they acquire enough knowledge in various disciplines. Teachers must design and implement curriculum based on the scope and sequence of the integrated disciplines and be flexible enough to form and revise the curriculum according to specific students needs [5]. What is more, interdisciplinary curriculum should only be used when the problem reflects the need to overcome fragmentation, relevance, and the growth of knowledge. Interdisciplinary units, which offer students the opportunity to see connections and
3 relevance between topics and provide a variety of perspectives, should also engage the students in epistemological questions such as ''What is knowledge? '' ''What do we know? '' and ''How can we present knowledge in schools? '' [7] Students should be involved in the planning and development of interdisciplinary units, which must involve [1], [2].: selecting focus or thematic topic; generating ideas or connections between related topics; establishing guided questions for the scope and sequence of the unit; designing activities in order to fulfill the goals of the unit Interdisciplinary teaching is appropriate when the following options are available: time, place, collaboration, and of course, will 3. INTEGRATION OF SCIENCE AND ENGLISH LANGUAGE EDUCATION EFL, English as a foreign language, indicates the use of English in a non-english-speaking region. Study mostly occurs in the student's home country, as part of the normal school curriculum [6]. In general, Slovenian students have a pretty good command of English, even at an early age, which is due to working with a computer, watching English speaking movies, using mobile phones and of course, surfing the Internet. In Slovenian elementary schools there have been tendencies for the first foreign language (English) to be offered as an optional subject to first grade students and as a compulsory subject to second grade students in the scope of two hours per week. So why not integrate science and English language education? Unfortunately, many teachers who teach science or English language resist to believe that these two subject areas are interdependent. The language teachers do not meet the language needs of students within the objectives of the subject. Sometimes they think that the content of teaching materials is not important. Similarly, teachers cannot understand the content of language issues, or be prepared to use EFL methods for those students with little or no experience [6]. But the integrated approach is necessary for both: language and science in order to fill the gap that usually separates the two disciplines. Students can improve their language skills in learning science as the context or theme of the lessons. Once a scientific subject was discussed and the students shared their knowledge of it, the relevant vocabulary can be taught. As well as standards of grammar or the writing process may be considered by the language or translation activities that are planned [5]. The science process skills such as observation, prediction, communication, classification and analysis are similar to the language learning skills of information retrieval, comparison, management, synthesis and evaluation [5]. These skills are important clues to the teaching of science in language acquisition. It is necessary to motivate and engage students to talk, ask questions, learn a new vocabulary, and write their thoughts as well as to be actively involved in the exploration of science or scientific research. Integrating literacy activities in the teaching of science helps to clarify the concept of science, which could be interesting for students. Reading, writing and teaching content area can be integrated into a lesson or unit. Although the degree of implementation may vary considerably, the principles and procedures remain the same. As a teacher helps students develop research process science skills, process skills and language learning strategies are both under development [6]. Following the integrated approach teachers use a variety of integrated methods of teaching as learning from surveys, cooperative learning, brainstorming, practical, interactive activities, etc. Different teaching strategies can be used more frequently in class such as: integrated graphics, demonstrations, pre-reading and pre-writing activities. Providing opportunities to use language in meaningful contexts, teachers can facilitate the transition of students traditional courses [1], [5]. Teachers should try to increase academic performance and language skills simultaneously by integrating a component of language and science in every lesson should. To develop science and clear performance language, teachers need to rely on standards of knowledge and expertise in the area of science, standards of proficiency prior to performance and available teaching materials.
4 Through interdisciplinary teaching students also develop the ability to perform other tasks related to the content, such as laboratory experiments, scientific calculations and historical research. They learn how to solve problems, evaluate solutions and collaborate effectively with any of these activities by using appropriate foreign language [5]. Integration of chemistry, English language and The aim of our work is to educate well experienced chemistry teachers as well as beginners to the extent that they themselves realize the need for interdisciplinary integration. Teachers should not stay at the level of using active teaching methods only within the scope of their professional field, but we believe that they should encourage their students to be able to find different links between particular chemical contents. Even though chemistry can be in most cases directly linked to biology and physics, it is advisable to have a look from a wider perspective and seek for indirect links to foreign languages, mathematics, art, music, history, etc. Although chemistry may be considered as one of the toughest subjects among majority of students, which is mainly due to its primary function in micro world, with the use of appropriate teachings methods and interdisciplinary oriented teaching strategies, it can become one of the most interesting and easily understood scientific disciplines. Later in the article we present two different strategies of interdisciplinary teaching: discovering the basics of intermolecular forces by reading and analyzing a passage from chemistry textbook written in English and creating a concept map; learning about fundamental characteristics of acids and bases by reading and listening to a didactic English song entitled ''Acids and Bases Have Two Different Faces'' (by Mike Offutt, 1989). The teaching lessons are divided into three separate units. In the first teaching unit the main emphasis is on the central reading activity, where students are engaged in reading a professional text on chemical content ''Intermolecular forces'' in English language, underlining and writing the most important key concepts, translating these concepts into Slovene and finally defining their inter-connections in a sense of hierarchy. Figure 1: An insert from chemistry textbook: Hydrogen bonding in water The next lesson takes place in a computer classroom, where by using a computer program ''Inspiration'' or ''CMap'' students are supposed to draw a concept map based on hierarchical connections between chosen key concepts the task from the previous lesson. Teacher's role here is only supportive. After finishing the activity, students are supposed to present their work to the teacher as well as to their classmates and explain what problems they encountered during reading a foreign text, what strategy did they use for the selection of key concepts, what influenced their decision about a particular hierarchical link and why did they use different forms of concept maps. 4. LEARNING ABOUT INTERMOLECULAR FORCES BY DRAWING CONCEPT MAPS This particular teaching strategy is a great example of interdisciplinary approach, where chemistry, English language and computer education are interconnected. The method of structuring data into systems and the text based method are at the forefront. The developed didactic material is appropriate to be tested in the first and second year of grammar school. Figure 2: Schematic illustration of CMAP program tools 2
5 In the final lesson, students take a short test on ''Intermolecular forces'' and in the last 15 minutes the teacher and the students complete a questionnaire, providing direct feedback on the effectiveness of the proposed teaching strategy. Which competences are developed when using the proposed teaching strategy? Students are encouraged to develop and strengthen their reading skills in English as a first foreign language, the ability to obtain and analyze new information, to select key concepts from the professional text, to extend the collection of foreign chemical concepts, to interconnect terms and make hierarchical connections. Moreover, students should develop the ability of drawing an appropriate form of concept either manually of with a help of a specific computer program. They should also be able to recognize their own mistakes and evaluate other as well as one's own achievements. Evaluation Results 30 second grade students from grammar school tested the didactic material in a form of revision of the chemical content ''Types of intermolecular forces'', which they got familiar with in the first grade. Due to a very small sample, we performed a qualitative analyses of the students responses provided on the survey questionnaire. Evaluation results have shown students enthusiasm over the new teaching approach, they were able to carefully structure the data into systems by finding logical links between the chosen keywords and practice computer skills when drawing concept maps. Most of the students agree that the tasks were diverse and helped them to promote their logical thinking, instructions for work were clear and presented in a very transparent and interesting way. They share a common opinion that the teaching material covers enough of concepts, data, definitions as well as basic theories that allow them to grasp basic principles and directions of the development of this area. All students believe the teaching activity was different from the usual courses of instruction in a positive way, the set concept allowed them greater autonomy at work and the majority of students was highly motivated for work. Even if there was no time to test the computer programs for drawing concept maps in the classroom, students were acquainted with them and they could try them out at home, online and for free. 5. ACIDS AND BASES THROUGH MUSIC ANG ENGLISH LANGUAGE In order to make chemistry learning easier and more attractive, we have also developed an interesting interdisciplinary teaching strategy for learning the content of acids and bases through a song called ''Acids and Bases Have Two Different Faces'' (Mike Offutt, 1989). The didactic material is structured in such a way that it enables the implementation of two teaching units using the method of listening to music and music didactic games, supported by the text-based method and structuring data into systems. It is characterized by a recommended core activity - listening to a didactic song in English with the primary chemical content (acids and bases) and a multidisciplinary approach, since chemistry is directly associated with English and music education. In this way, students are able to acquire chemical content in a varied, interesting and active way, while developing certain key competences as well as a set of generic and subject-specific competences. This teaching approach enables the development of auditory learning style in conjunction with a visual learning style, as the activities are planned to complement one another all the time. For this purpose authors acquired the recording of the song on the website and developed a didactic material, which consists of: audio recording of the song in English; song s lyrics in English; presentation of lyrics in combination with visual and acoustic lining in Microsoft Power Point; instructions for the teacher; working-observation sheets for students; post test; evaluation questionnaire for students and teachers. Only a few students expressed difficulties in understanding certain foreign chemical vocabulary in the English text and therefore could not make the correct inter-connections between the key concepts.
6 of science and English as a foreign language at all levels of elementary and secondary education. What is more, chemistry teachers should constantly cooperate with their colleagues from different subject areas in the process of planning and carrying out interdisciplinary lessons and thus achieving greater motivation and better learning performance of their students. ''The object of education is to prepare the young to educate themselves throughout their lives. '' (Robert Maynard Hutchins) 7. ACKNOWLEDGEMENTS Figure 3: Power Point Presentation of song s lyrics. It is an active educational strategy of direct acquisition of basic properties of acids and bases, using music, images and text. Students learn typical chemistry content by first reading the songs lyrics, defining the keywords and after that hearing the song playing on the computer. Authors carefully prepared a short video matching songs lyrics. By listening to the song and watching the video for three times, students should learn the song by heart. Through this very attractive approach, students should develop their reading and observational skills as well as their logical thinking and reasoning which would most probably leading to a better understanding of basic characteristics of acids and bases. Therefore a chemistry, English and music teacher could join forces to carry out a successful interdisciplinary didactic unit. Evaluation Results The didactic material was tested on 25 ninth grade students, representing an experimental group. Chemistry teacher and an English native speaker mutually carried out the lesson. According to the teacher s qualitative evaluation report all of the students praised the new teaching strategy and would like to study other chemistry topics in the same way as well. They were very motivated for learning and especially liked listening to the song and singing it over and over again. The teacher, who is very much aware of the fact that cross-curricular links are very important, described the students as active and stated that at the end it was a pleasure to listen to them singing and understanding what they were singing. 6. CONCLUSIONS According to the very promising preliminary results of the tested didactic materials, we would once again like to highlight the importance of integration The paper is based on work supported by the Ministry of Education and Sport of the Republic of Slovenia and the European Social Fund in the framework of Project: Development of Natural Science Competences at the Faculty of Natural Sciences and Mathematics of the University of Maribor, Slovenia. 8. REFERENCES 1 J. Beane, Curriculum Integration. Teachers College Press: New York, S.,E DiCarlo, Too Much Content, Not Enough Thinking and Too Little Fun! Advances in Physiology Education, Vol. 33, No. 4, 2009, pp Europa - Summaries of EU Legislation (online), Key competences for lifelong learning, Retreived January 28, 2001 from: aining_youth/lifelong_learning/c11090_en.htm 4 Eurydice, Key competencies - A developing concept in general compulsory education. EU: Eurydice European Unit., Science Information (online), The integration of language and science education, Retreived February 6, 2011 from: 5/integration-of-language-and-science.html 6 T. Stoddart, A.Pinal, M. Latzke, D. Canaday, Integrating Inquiry Science and Language Development for English Language Learners, Journal of Research in Science Teaching Vol. 39, No. 8, 2002, pp K. Wood, Interdisciplinary instruction: A practical guide for elementary and middle school teachers. Upper Saddle River, N.J.: Merrill, 1997.
Organising ROSE (The Relevance of Science Education) survey in Finland
25.02.2004 1 Organising ROSE (The Relevance of Science Education) survey in Finland Researchers and support The Survey was organised by the following researchers at the Department of Teacher Education,
More informationSchool Inspection in Hesse/Germany
Hessisches Kultusministerium School Inspection in Hesse/Germany Contents 1. Introduction...2 2. School inspection as a Procedure for Quality Assurance and Quality Enhancement...2 3. The Hessian framework
More informationPractical Research. Planning and Design. Paul D. Leedy. Jeanne Ellis Ormrod. Upper Saddle River, New Jersey Columbus, Ohio
SUB Gfittingen 213 789 981 2001 B 865 Practical Research Planning and Design Paul D. Leedy The American University, Emeritus Jeanne Ellis Ormrod University of New Hampshire Upper Saddle River, New Jersey
More informationUNIVERSITY OF THESSALY DEPARTMENT OF EARLY CHILDHOOD EDUCATION POSTGRADUATE STUDIES INFORMATION GUIDE
UNIVERSITY OF THESSALY DEPARTMENT OF EARLY CHILDHOOD EDUCATION POSTGRADUATE STUDIES INFORMATION GUIDE 2011-2012 CONTENTS Page INTRODUCTION 3 A. BRIEF PRESENTATION OF THE MASTER S PROGRAMME 3 A.1. OVERVIEW
More informationThe Effect of Extensive Reading on Developing the Grammatical. Accuracy of the EFL Freshmen at Al Al-Bayt University
The Effect of Extensive Reading on Developing the Grammatical Accuracy of the EFL Freshmen at Al Al-Bayt University Kifah Rakan Alqadi Al Al-Bayt University Faculty of Arts Department of English Language
More informationInquiry Learning Methodologies and the Disposition to Energy Systems Problem Solving
Inquiry Learning Methodologies and the Disposition to Energy Systems Problem Solving Minha R. Ha York University minhareo@yorku.ca Shinya Nagasaki McMaster University nagasas@mcmaster.ca Justin Riddoch
More informationKENTUCKY FRAMEWORK FOR TEACHING
KENTUCKY FRAMEWORK FOR TEACHING With Specialist Frameworks for Other Professionals To be used for the pilot of the Other Professional Growth and Effectiveness System ONLY! School Library Media Specialists
More informationStudent-led IEPs 1. Student-led IEPs. Student-led IEPs. Greg Schaitel. Instructor Troy Ellis. April 16, 2009
Student-led IEPs 1 Student-led IEPs Student-led IEPs Greg Schaitel Instructor Troy Ellis April 16, 2009 Student-led IEPs 2 Students with disabilities are often left with little understanding about their
More informationObserving Teachers: The Mathematics Pedagogy of Quebec Francophone and Anglophone Teachers
Observing Teachers: The Mathematics Pedagogy of Quebec Francophone and Anglophone Teachers Dominic Manuel, McGill University, Canada Annie Savard, McGill University, Canada David Reid, Acadia University,
More informationCONCEPT MAPS AS A DEVICE FOR LEARNING DATABASE CONCEPTS
CONCEPT MAPS AS A DEVICE FOR LEARNING DATABASE CONCEPTS Pirjo Moen Department of Computer Science P.O. Box 68 FI-00014 University of Helsinki pirjo.moen@cs.helsinki.fi http://www.cs.helsinki.fi/pirjo.moen
More informationThe KAM project: Mathematics in vocational subjects*
The KAM project: Mathematics in vocational subjects* Leif Maerker The KAM project is a project which used interdisciplinary teams in an integrated approach which attempted to connect the mathematical learning
More informationMetacognitive Strategies that Enhance Reading Comprehension in the Foreign Language University Classroom
Andragoške studije, issn 0354 5415, broj 1, jun 2015, str. 145 174 Institut za pedagogiju i andragogiju; Pregledni članak UDK 159.955:028]:[378.147:81 243 Marija Mijušković 1, Saša Simović 2 Faculty of
More informationPreparing for Permanent Residency and Citizenship
PART IV: TOPICS IN ADULT ESL EDUCATION & FAMILY LITERACY Some participants in adult ESL and family literacy programs are working to become permanent U.S. residents or citizens. This section gives information
More informationUSING INTERACTIVE VIDEO TO IMPROVE STUDENTS MOTIVATION IN LEARNING ENGLISH
USING INTERACTIVE VIDEO TO IMPROVE STUDENTS MOTIVATION IN LEARNING ENGLISH By: ULFATUL MA'RIFAH Dosen FKIP Unmuh Gresik RIRIS IKA WULANDARI ABSTRACT: Motivation becomes an important part in the successful
More informationCommon Core Exemplar for English Language Arts and Social Studies: GRADE 1
The Common Core State Standards and the Social Studies: Preparing Young Students for College, Career, and Citizenship Common Core Exemplar for English Language Arts and Social Studies: Why We Need Rules
More informationA Study of Metacognitive Awareness of Non-English Majors in L2 Listening
ISSN 1798-4769 Journal of Language Teaching and Research, Vol. 4, No. 3, pp. 504-510, May 2013 Manufactured in Finland. doi:10.4304/jltr.4.3.504-510 A Study of Metacognitive Awareness of Non-English Majors
More informationMexico (CONAFE) Dialogue and Discover Model, from the Community Courses Program
Mexico (CONAFE) Dialogue and Discover Model, from the Community Courses Program Dialogue and Discover manuals are used by Mexican community instructors (young people without professional teacher education
More informationDeveloping an Assessment Plan to Learn About Student Learning
Developing an Assessment Plan to Learn About Student Learning By Peggy L. Maki, Senior Scholar, Assessing for Learning American Association for Higher Education (pre-publication version of article that
More informationApplying ADDIE Model for Research and Development: An Analysis Phase of Communicative Language of 9 Grad Students
416 Available online at www.buuconference.buu.ac.th The 5 th Burapha University International Conference 2016 Harmonization of Knowledge towards the Betterment of Society Applying ADDIE Model for Research
More informationTable of Contents. Introduction Choral Reading How to Use This Book...5. Cloze Activities Correlation to TESOL Standards...
Table of Contents Introduction.... 4 How to Use This Book.....................5 Correlation to TESOL Standards... 6 ESL Terms.... 8 Levels of English Language Proficiency... 9 The Four Language Domains.............
More informationFlorida Reading Endorsement Alignment Matrix Competency 1
Florida Reading Endorsement Alignment Matrix Competency 1 Reading Endorsement Guiding Principle: Teachers will understand and teach reading as an ongoing strategic process resulting in students comprehending
More informationASSESSMENT OF STUDENT LEARNING OUTCOMES WITHIN ACADEMIC PROGRAMS AT WEST CHESTER UNIVERSITY
ASSESSMENT OF STUDENT LEARNING OUTCOMES WITHIN ACADEMIC PROGRAMS AT WEST CHESTER UNIVERSITY The assessment of student learning begins with educational values. Assessment is not an end in itself but a vehicle
More informationProgram Matrix - Reading English 6-12 (DOE Code 398) University of Florida. Reading
Program Requirements Competency 1: Foundations of Instruction 60 In-service Hours Teachers will develop substantive understanding of six components of reading as a process: comprehension, oral language,
More informationStrategy Study on Primary School English Game Teaching
6th International Conference on Electronic, Mechanical, Information and Management (EMIM 2016) Strategy Study on Primary School English Game Teaching Feng He Primary Education College, Linyi University
More informationScoring Guide for Candidates For retake candidates who began the Certification process in and earlier.
Adolescence and Young Adulthood SOCIAL STUDIES HISTORY For retake candidates who began the Certification process in 2013-14 and earlier. Part 1 provides you with the tools to understand and interpret your
More informationE-Teaching Materials as the Means to Improve Humanities Teaching Proficiency in the Context of Education Informatization
International Journal of Environmental & Science Education, 2016, 11(4), 433-442 E-Teaching Materials as the Means to Improve Humanities Teaching Proficiency in the Context of Education Informatization
More informationInternational School of Kigali, Rwanda
International School of Kigali, Rwanda Engaging Individuals Encouraging Success Enriching Global Citizens Parent Guide to the Grade 3 Curriculum International School of Kigali, Rwanda Guiding Statements
More informationWHY SOLVE PROBLEMS? INTERVIEWING COLLEGE FACULTY ABOUT THE LEARNING AND TEACHING OF PROBLEM SOLVING
From Proceedings of Physics Teacher Education Beyond 2000 International Conference, Barcelona, Spain, August 27 to September 1, 2000 WHY SOLVE PROBLEMS? INTERVIEWING COLLEGE FACULTY ABOUT THE LEARNING
More informationStimulating Techniques in Micro Teaching. Puan Ng Swee Teng Ketua Program Kursus Lanjutan U48 Kolej Sains Kesihatan Bersekutu, SAS, Ulu Kinta
Stimulating Techniques in Micro Teaching Puan Ng Swee Teng Ketua Program Kursus Lanjutan U48 Kolej Sains Kesihatan Bersekutu, SAS, Ulu Kinta Learning Objectives General Objectives: At the end of the 2
More informationA European inventory on validation of non-formal and informal learning
A European inventory on validation of non-formal and informal learning Finland By Anne-Mari Nevala (ECOTEC Research and Consulting) ECOTEC Research & Consulting Limited Priestley House 12-26 Albert Street
More informationLIS 681 Books and Media for Children Spring 2009
LIS 681 Books and Media for Children Spring 2009 Spring 2009: Meets Mondays starting January, 5:00 7:40 p.m. in Post Instructor: Nälani Naluai, Adjunct Faculty Member Voicemail: 843-3445; Fax: 842-460
More informationCalifornia Professional Standards for Education Leaders (CPSELs)
Standard 1 STANDARD 1: DEVELOPMENT AND IMPLEMENTATION OF A SHARED VISION Education leaders facilitate the development and implementation of a shared vision of learning and growth of all students. Element
More informationCEFR Overall Illustrative English Proficiency Scales
CEFR Overall Illustrative English Proficiency s CEFR CEFR OVERALL ORAL PRODUCTION Has a good command of idiomatic expressions and colloquialisms with awareness of connotative levels of meaning. Can convey
More informationRole of Blackboard Platform in Undergraduate Education A case study on physiology learning in nurse major
I.J. Education and Management Engineering 2012, 5, 31-36 Published Online May 2012 in MECS (http://www.mecs-press.net) DOI: 10.5815/ijeme.2012.05.05 Available online at http://www.mecs-press.net/ijeme
More informationTHE UNITED REPUBLIC OF TANZANIA MINISTRY OF EDUCATION SCIENCE AND TECHNOLOGY SOCIAL STUDIES SYLLABUS FOR BASIC EDUCATION STANDARD III-VI
THE UNITED REPUBLIC OF TANZANIA MINISTRY OF EDUCATION SCIENCE AND TECHNOLOGY SOCIAL STUDIES SYLLABUS FOR BASIC EDUCATION STANDARD III-VI THE UNITED REPUBLIC OF TANZANIA MINISTRY OF EDUCATION SCIENCE AND
More informationIndiana Collaborative for Project Based Learning. PBL Certification Process
Indiana Collaborative for Project Based Learning ICPBL Certification mission is to PBL Certification Process ICPBL Processing Center c/o CELL 1400 East Hanna Avenue Indianapolis, IN 46227 (317) 791-5702
More informationQuality in University Lifelong Learning (ULLL) and the Bologna process
Quality in University Lifelong Learning (ULLL) and the Bologna process The workshop will critique various quality models and tools as a result of EU LLL policy, such as consideration of the European Standards
More informationProject-based learning... How does it work and where do I begin?
Welcome to the Early Learning Webcast Project-based learning... How does it work and where do I begin? Presented by: Susan Fraser, Emeritus Faculty, Douglas College Brought to you by the Ministry of Education
More informationP. Belsis, C. Sgouropoulou, K. Sfikas, G. Pantziou, C. Skourlas, J. Varnas
Exploiting Distance Learning Methods and Multimediaenhanced instructional content to support IT Curricula in Greek Technological Educational Institutes P. Belsis, C. Sgouropoulou, K. Sfikas, G. Pantziou,
More informationKentucky s Standards for Teaching and Learning. Kentucky s Learning Goals and Academic Expectations
Kentucky s Standards for Teaching and Learning Included in this section are the: Kentucky s Learning Goals and Academic Expectations Kentucky New Teacher Standards (Note: For your reference, the KDE website
More informationReferencing the Danish Qualifications Framework for Lifelong Learning to the European Qualifications Framework
Referencing the Danish Qualifications for Lifelong Learning to the European Qualifications Referencing the Danish Qualifications for Lifelong Learning to the European Qualifications 2011 Referencing the
More informationTextbook Evalyation:
STUDIES IN LITERATURE AND LANGUAGE Vol. 1, No. 8, 2010, pp. 54-60 www.cscanada.net ISSN 1923-1555 [Print] ISSN 1923-1563 [Online] www.cscanada.org Textbook Evalyation: EFL Teachers Perspectives on New
More informationMathematics Program Assessment Plan
Mathematics Program Assessment Plan Introduction This assessment plan is tentative and will continue to be refined as needed to best fit the requirements of the Board of Regent s and UAS Program Review
More informationOhio s New Learning Standards: K-12 World Languages
COMMUNICATION STANDARD Communication: Communicate in languages other than English, both in person and via technology. A. Interpretive Communication (Reading, Listening/Viewing) Learners comprehend the
More informationLearning Microsoft Office Excel
A Correlation and Narrative Brief of Learning Microsoft Office Excel 2010 2012 To the Tennessee for Tennessee for TEXTBOOK NARRATIVE FOR THE STATE OF TENNESEE Student Edition with CD-ROM (ISBN: 9780135112106)
More informationAn Introduction to LEAP
An Introduction to LEAP Liberal Education America s Promise Excellence for Everyone as a Nation Goes to College An Introduction to LEAP About LEAP Liberal Education and America s Promise (LEAP) is a national
More informationProcedia - Social and Behavioral Sciences 146 ( 2014 )
Available online at www.sciencedirect.com ScienceDirect Procedia - Social and Behavioral Sciences 146 ( 2014 ) 456 460 Third Annual International Conference «Early Childhood Care and Education» Different
More informationTHE EFFECTS OF TEACHING THE 7 KEYS OF COMPREHENSION ON COMPREHENSION DEBRA HENGGELER. Submitted to. The Educational Leadership Faculty
7 Keys to Comprehension 1 RUNNING HEAD: 7 Keys to Comprehension THE EFFECTS OF TEACHING THE 7 KEYS OF COMPREHENSION ON COMPREHENSION By DEBRA HENGGELER Submitted to The Educational Leadership Faculty Northwest
More informationEGRHS Course Fair. Science & Math AP & IB Courses
EGRHS Course Fair Science & Math AP & IB Courses Science Courses: AP Physics IB Physics SL IB Physics HL AP Biology IB Biology HL AP Physics Course Description Course Description AP Physics C (Mechanics)
More informationBiomedical Sciences (BC98)
Be one of the first to experience the new undergraduate science programme at a university leading the way in biomedical teaching and research Biomedical Sciences (BC98) BA in Cell and Systems Biology BA
More informationLanguage Center. Course Catalog
Language Center Course Catalog 2016-2017 Mastery of languages facilitates access to new and diverse opportunities, and IE University (IEU) considers knowledge of multiple languages a key element of its
More informationPh.D. in Behavior Analysis Ph.d. i atferdsanalyse
Program Description Ph.D. in Behavior Analysis Ph.d. i atferdsanalyse 180 ECTS credits Approval Approved by the Norwegian Agency for Quality Assurance in Education (NOKUT) on the 23rd April 2010 Approved
More informationImplementing cross-disciplinary learning environment benefits and challenges in engineering education
Implementing cross-disciplinary learning environment benefits and challenges in engineering education Taru Penttilä¹, Liisa Kairisto-Mertanen², Matti Väänänen³ ¹ Turku University of Applied Sciences, Turku,
More informationTeacher Action Research Multiple Intelligence Theory in the Foreign Language Classroom. By Melissa S. Ferro George Mason University
Teacher Action Research Multiple Intelligence Theory in the Foreign Language Classroom By Melissa S. Ferro George Mason University mferro@gmu.edu Melissa S. Ferro mferro@gmu.edu I am a doctoral student
More informationMaintaining Resilience in Teaching: Navigating Common Core and More Site-based Participant Syllabus
Course Description This course is designed to help K-12 teachers navigate the ever-growing complexities of the education profession while simultaneously helping them to balance their lives and careers.
More informationIntroduction to the Common European Framework (CEF)
Introduction to the Common European Framework (CEF) The Common European Framework is a common reference for describing language learning, teaching, and assessment. In order to facilitate both teaching
More informationName of the PhD Program: Urbanism. Academic degree granted/qualification: PhD in Urbanism. Program supervisors: Joseph Salukvadze - Professor
Name of the PhD Program: Urbanism Academic degree granted/qualification: PhD in Urbanism Program supervisors: Joseph Salukvadze - Professor Antonio Castelbranco- Professor Program ECTS: The program amounts
More informationMYP Language A Course Outline Year 3
Course Description: The fundamental piece to learning, thinking, communicating, and reflecting is language. Language A seeks to further develop six key skill areas: listening, speaking, reading, writing,
More informationDeveloping True/False Test Sheet Generating System with Diagnosing Basic Cognitive Ability
Developing True/False Test Sheet Generating System with Diagnosing Basic Cognitive Ability Shih-Bin Chen Dept. of Information and Computer Engineering, Chung-Yuan Christian University Chung-Li, Taiwan
More informationACCREDITATION STANDARDS
ACCREDITATION STANDARDS Description of the Profession Interpretation is the art and science of receiving a message from one language and rendering it into another. It involves the appropriate transfer
More informationEQuIP Review Feedback
EQuIP Review Feedback Lesson/Unit Name: On the Rainy River and The Red Convertible (Module 4, Unit 1) Content Area: English language arts Grade Level: 11 Dimension I Alignment to the Depth of the CCSS
More informationAuthor: Justyna Kowalczys Stowarzyszenie Angielski w Medycynie (PL) Feb 2015
Author: Justyna Kowalczys Stowarzyszenie Angielski w Medycynie (PL) www.angielskiwmedycynie.org.pl Feb 2015 Developing speaking abilities is a prerequisite for HELP in order to promote effective communication
More informationLITERACY ACROSS THE CURRICULUM POLICY Humberston Academy
LITERACY ACROSS THE CURRICULUM POLICY Humberston Academy Literacy is a bridge from misery to hope. It is a tool for daily life in modern society. It is a bulwark against poverty and a building block of
More informationSouth Carolina English Language Arts
South Carolina English Language Arts A S O F J U N E 2 0, 2 0 1 0, T H I S S TAT E H A D A D O P T E D T H E CO M M O N CO R E S TAT E S TA N DA R D S. DOCUMENTS REVIEWED South Carolina Academic Content
More informationMatch or Mismatch Between Learning Styles of Prep-Class EFL Students and EFL Teachers
http://e-flt.nus.edu.sg/ Electronic Journal of Foreign Language Teaching 2015, Vol. 12, No. 2, pp. 276 288 Centre for Language Studies National University of Singapore Match or Mismatch Between Learning
More informationThe Extend of Adaptation Bloom's Taxonomy of Cognitive Domain In English Questions Included in General Secondary Exams
Advances in Language and Literary Studies ISSN: 2203-4714 Vol. 5 No. 2; April 2014 Copyright Australian International Academic Centre, Australia The Extend of Adaptation Bloom's Taxonomy of Cognitive Domain
More informationPEDAGOGY AND PROFESSIONAL RESPONSIBILITIES STANDARDS (EC-GRADE 12)
PEDAGOGY AND PROFESSIONAL RESPONSIBILITIES STANDARDS (EC-GRADE 12) Standard I.* Standard II.* Standard III.* Standard IV. The teacher designs instruction appropriate for all students that reflects an understanding
More informationMarket Economy Lesson Plan
Market Economy Lesson Plan Lesson Plan3.doc 4/27/2011 11:44:15 AM 56832 bytes Lesson Template Desired Results Relevant Minnesota or Nat'l Content Standards: Learning Objective: Key Understanding(s) you
More informationCLASSIFICATION OF PROGRAM Critical Elements Analysis 1. High Priority Items Phonemic Awareness Instruction
CLASSIFICATION OF PROGRAM Critical Elements Analysis 1 Program Name: Macmillan/McGraw Hill Reading 2003 Date of Publication: 2003 Publisher: Macmillan/McGraw Hill Reviewer Code: 1. X The program meets
More informationMultiple Intelligences 1
Multiple Intelligences 1 Reflections on an ASCD Multiple Intelligences Online Course Bo Green Plymouth State University ED 5500 Multiple Intelligences: Strengthening Your Teaching July 2010 Multiple Intelligences
More informationEmma Kushtina ODL organisation system analysis. Szczecin University of Technology
Emma Kushtina ODL organisation system analysis Szczecin University of Technology 1 European Higher Education Area Ongoing Bologna Process (1999 2010, ) European Framework of Qualifications Open and Distance
More informationUniversity of Pittsburgh Department of Slavic Languages and Literatures. Russian 0015: Russian for Heritage Learners 2 MoWe 3:00PM - 4:15PM G13 CL
1 University of Pittsburgh Department of Slavic Languages and Literatures Russian 0015: Russian for Heritage Learners 2 MoWe 3:00PM - 4:15PM G13 CL Spring 2011 Instructor: Yuliya Basina e-mail basina@pitt.edu
More informationDialogue of Cultures of Teaching of Russian as a foreign Language in the Chinese Audience: Approaches and Solutions
IFTE 2016 : 2 nd International Forum on Teacher Education Dialogue of Cultures of Teaching of Russian as a foreign Language in the Chinese Audience: Approaches and Solutions Zulfiya F. Yusupova a * * Corresponding
More informationMultiple Intelligence Teaching Strategy Response Groups
Multiple Intelligence Teaching Strategy Response Groups Steps at a Glance 1 2 3 4 5 Create and move students into Response Groups. Give students resources that inspire critical thinking. Ask provocative
More informationSchool Leadership Rubrics
School Leadership Rubrics The School Leadership Rubrics define a range of observable leadership and instructional practices that characterize more and less effective schools. These rubrics provide a metric
More informationNational Standards for Foreign Language Education
A Correlation of Prentice Hall Ecce Romani I To the ACTFL American Council on the Teaching of Foreign Language National Standards for Foreign Language Education A Correlation of Statement of Philosophy
More informationRobert S. Unnasch, Ph.D.
Introduction External Reviewer s Final Report Project DESERT Developing Expertise in Science Education, Research, and Technology National Science Foundation Grant #0849389 Arizona Western College November
More informationChildren need activities which are
59 PROFILE INTRODUCTION Children need activities which are exciting and stimulate their curiosity; they need to be involved in meaningful situations that emphasize interaction through the use of English
More informationVOCATIONAL QUALIFICATION IN YOUTH AND LEISURE INSTRUCTION 2009
Requirements for Vocational Qualifications VOCATIONAL QUALIFICATION IN YOUTH AND LEISURE INSTRUCTION 2009 Regulation 17/011/2009 Publications 2013:4 Publications 2013:4 Requirements for Vocational Qualifications
More informationLecturing Module
Lecturing: What, why and when www.facultydevelopment.ca Lecturing Module What is lecturing? Lecturing is the most common and established method of teaching at universities around the world. The traditional
More informationANGLAIS LANGUE SECONDE
ANGLAIS LANGUE SECONDE ANG-5055-6 DEFINITION OF THE DOMAIN SEPTEMBRE 1995 ANGLAIS LANGUE SECONDE ANG-5055-6 DEFINITION OF THE DOMAIN SEPTEMBER 1995 Direction de la formation générale des adultes Service
More informationОТЕЧЕСТВЕННАЯ И ЗАРУБЕЖНАЯ ПЕДАГОГИКА
ОТЕЧЕСТВЕННАЯ И ЗАРУБЕЖНАЯ ПЕДАГОГИКА 2 2107 Olga S. Andreeva, PhD (Philology), Associate Professor, Consultant, "Fund of Enterprise Restructuring and Financial Institutions Development" E-mail: osandreeva@yandex.ru
More informationArizona s English Language Arts Standards th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS
Arizona s English Language Arts Standards 11-12th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS 11 th -12 th Grade Overview Arizona s English Language Arts Standards work together
More informationInterdisciplinary Research - Challenges and Opportunities for Actuarial Profession. Aldona Skučaitė, lecturer Vilnius university
Interdisciplinary Research - Challenges and Opportunities for Actuarial Profession Aldona Skučaitė, lecturer Vilnius university Presentation outline Introduction Concept of Interdisciplinary research IDR
More information3 of Policy. Linking your Erasmus+ Schools project to national and European Policy
1 2 3 of Policy Linking your Erasmus+ Schools project to national and European Policy 1 2 what is policy? Policy is the set of values and objectives that guide the work of organisations or bodies. This
More informationVision for Science Education A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas
Vision for Science Education A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas Scientific Practices Developed by The Council of State Science Supervisors Presentation
More informationPROJECT DESCRIPTION SLAM
PROJECT DESCRIPTION SLAM STUDENT LEADERSHIP ADVANCEMENT MOBILITY 1 Introduction The SLAM project, or Student Leadership Advancement Mobility project, started as collaboration between ENAS (European Network
More informationFACULTY OF PSYCHOLOGY
FACULTY OF PSYCHOLOGY STRATEGY 2016 2022 // UNIVERSITY OF BERGEN STRATEGY 2016 2022 FACULTY OF PSYCHOLOGY 3 STRATEGY 2016 2022 (Adopted by the Faculty Board on 15 June 2016) The Faculty of Psychology has
More informationCHEM 101 General Descriptive Chemistry I
CHEM 101 General Descriptive Chemistry I General Description Aim of the Course The purpose of this correspondence course is to introduce you to the basic concepts, vocabulary, and techniques of general
More informationProcedia - Social and Behavioral Sciences 141 ( 2014 ) WCLTA 2013
Available online at www.sciencedirect.com ScienceDirect Procedia - Social and Behavioral Sciences 141 ( 2014 ) 1324 1329 WCLTA 2013 Teaching of Science Process Skills in Thai Contexts: Status, Supports
More informationMaster s Programme in European Studies
Programme syllabus for the Master s Programme in European Studies 120 higher education credits Second Cycle Confirmed by the Faculty Board of Social Sciences 2015-03-09 2 1. Degree Programme title and
More informationLanguage Acquisition Chart
Language Acquisition Chart This chart was designed to help teachers better understand the process of second language acquisition. Please use this chart as a resource for learning more about the way people
More informationPhysics 270: Experimental Physics
2017 edition Lab Manual Physics 270 3 Physics 270: Experimental Physics Lecture: Lab: Instructor: Office: Email: Tuesdays, 2 3:50 PM Thursdays, 2 4:50 PM Dr. Uttam Manna 313C Moulton Hall umanna@ilstu.edu
More informationUnpacking a Standard: Making Dinner with Student Differences in Mind
Unpacking a Standard: Making Dinner with Student Differences in Mind Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Grade 7 Reading Standards
More informationUpdate on Standards and Educator Evaluation
Update on Standards and Educator Evaluation Briana Timmerman, Ph.D. Director Office of Instructional Practices and Evaluations Instructional Leaders Roundtable October 15, 2014 Instructional Practices
More informationPerception of Lecturer on Intercultural Competence and Culture Teaching Time (Case Study)
Perception of Lecturer on Intercultural Competence and Culture Teaching Time (Case Study) Enkeleda Jata PhD Cand. European University of Tirana, Albania, enki_jata@yahoo.it Abstract Of all the changes
More informationUniversity of Toronto
University of Toronto OFFICE OF THE VICE PRESIDENT AND PROVOST Governance and Administration of Extra-Departmental Units Interdisciplinarity Committee Working Group Report Following approval by Governing
More informationMaking Sales Calls. Watertown High School, Watertown, Massachusetts. 1 hour, 4 5 days per week
Making Sales Calls Classroom at a Glance Teacher: Language: Eric Bartolotti Arabic I Grades: 9 and 11 School: Lesson Date: April 13 Class Size: 10 Schedule: Watertown High School, Watertown, Massachusetts
More informationTASK 2: INSTRUCTION COMMENTARY
TASK 2: INSTRUCTION COMMENTARY Respond to the prompts below (no more than 7 single-spaced pages, including prompts) by typing your responses within the brackets following each prompt. Do not delete or
More informationFacing our Fears: Reading and Writing about Characters in Literary Text
Facing our Fears: Reading and Writing about Characters in Literary Text by Barbara Goggans Students in 6th grade have been reading and analyzing characters in short stories such as "The Ravine," by Graham
More information